"Adversityand Socialization of Self-Regulation in Chronically Stressed Children"

“长期压力儿童的逆境和自我调节的社会化”

• 批准号: 9917582
• 负责人: Leah Hibel
• 金额: $ 56.13万
• 依托单位: UNIVERSITY OF CALIFORNIA AT DAVIS
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-03 至 2022-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9917582
• 关键词: 10 year old; 19 year old; Achievement; Address; Adverse event; Affect; Age; Behavior; Behavioral; Biological Factors; Birth; Buffers; California; Child; Child Development; Child Rearing; Childbirth; Childhood; Chronic; Chronic stress; Conflict (Psychology); Cultural Characteristics; Data; Development; Developmental Process; Discrimination; Early identification; Ecological momentary assessment; Economics; Elements; Emotional; Emotions; Exposure to; Family; Family Process; Family member; Fathers; Functional disorder; Health; Hispanics; Home visitation; Hydrocortisone; Income; Individual; Informal Social Control; Intervention; Learning; Life; Life Experience; Link; Literature; Longitudinal Studies; Mediating; Mediation; Mediator of activation protein; Mental Health; Methods; Mexican; Modeling; Moods; Mothers; Nature; Outcome; Parent-Child Relations; Parents; Pathway interactions; Pattern; Personal Satisfaction; Phase; Physiological; Physiology; Population; Poverty; Predictive Factor; Prevention; Prevention strategy; Preventive Intervention; Process; Psychological Factors; Public Health; Readiness; Recording of previous events; Regulation; Resources; Risk; Role; Sampling; Schools; Skin; Socialization; Socioeconomic Status; Stress; Subgroup; Temperament; Testing; Thinking; Time; Transact; base; biopsychosocial; cognitive reappraisal; cultural values; diaries; early childhood; early life adversity; elementary school; ethnic minority population; expectation; experience; foster parent; insight; parental role; physical conditioning; prospective; prospective test; protective factors; psychologic; racial and ethnic; recruit; resilience; skills; stress reactivity; stressor; success

Abstract During childhood, self-regulation underlies children’s ability to cooperate, follow directions, control impulses, and manage upsets which in the long-term leads to fewer physical and mental health problems, greater academic success, higher socioeconomic status and income, and fewer arrests. Thus, understanding the developmental processes and facilitating mechanisms leading to self-regulation, is a critical public health concern. The development of self-regulation is even more important for children exposed to chronic contextual stress, such as Mexican origin (MO) children. Yet considering the importance of self-regulation, and the rapidly growing number of MO children, there is a surprising dearth of information on child development processes in this population. Parents are thought to be a primary socializing agent for self-regulation; therefore we aim to examine how MO parents foster self-regulation, the impact of contextual stressors, and the protective and promotive role of parental and cultural characteristics. To do this, families will be recruited from the California Family Project, an ongoing longitudinal study of MO families (N = 674) that initiated in 2005. Target individuals are now approximately 19 years old and are beginning to have their own children (currently, N = 45). Families will be assessed when their child is 6, 18, and 36 months old. At each time point parents will complete ecological momentary assessments (EMA) of parent-child interactions and collect cortisol samples on themselves and their child across multiple days. Home visits will also be conducted at each time point to assess contextual stress, global family interaction patterns, and the child’s emotional, behavioral, and cognitive regulation. An EMA study is particularly critical in determining how family interactional patterns are established, how family members connect and conflict, and how the ebb and flow of family life as it is lived is impacted by daily stressors, moods, and physiology. Aims will examine 1) whether parental dysregulation mediates the association between parent’s contextual stress and their child’s self-regulation; 2) the dynamic transactions between parents and their children across the day and week, and from year to year leading to children’s self-regulation; and 3) parent’s cultural and psychological resilience factors. This portion of the project is considered ‘phase 1’. We have long-term plans (phase 2) to to follow these families into elementary school to understand the implications of contextual stress, parenting, and self-regulation on school readiness and achievement. Thus, phase 1 will focus on the parent’s socialization of regulation and the influence of contextual stressors, phase 2 will extend these findings to examine the implications for school readiness. Early acquisition of the self-regulatory skills being studied is an important element in life long academic success, and uncovering pathways of self-regulatory development could inform prevention and intervention efforts. Early identification and prevention have been shown to provide the most short- and long- term benefits and the highest economic returns. Moreover, the examination of cultural and psychological protective factors increases the likelihood that this study will inform targeted and culturally relevant intervention and prevention strategies.

摘要 在儿童时期，自我调节是儿童合作、听从指示、控制冲动、 并管理长期导致更少的身心健康问题的烦恼， 学业成功，更高的社会经济地位和收入，以及更少的逮捕。因此，了解 发展过程和促进机制，导致自我调节，是一个关键的公共卫生 关心自我调节的发展对于长期暴露在环境中的儿童来说更为重要。 压力，如墨西哥裔（MO）儿童。然而，考虑到自我调节的重要性， 随着MO儿童数量的不断增加，有关儿童发展过程的信息却令人惊讶地缺乏 这个人口。父母被认为是自我调节的主要社会化代理人;因此，我们的目标是 研究MO父母如何培养自我调节，环境压力的影响，以及保护和 父母和文化特征的促进作用。为此，将从加州招募家庭 家庭项目，一个正在进行的纵向研究MO家庭（N = 674），在2005年开始。针对个人 现在大约19岁，并开始有自己的孩子（目前，N = 45）。家庭 将在孩子6个月、18个月和36个月大时进行评估。在每个时间点，父母将完成 生态瞬时评估（EMA）的亲子互动，并收集皮质醇样本， 自己和孩子在几天内。还将在每个时间点进行家访， 评估环境压力，整体家庭互动模式，以及孩子的情绪，行为和认知 调控EMA研究在确定家庭干预模式如何建立方面尤为重要， 家庭成员如何联系和冲突，以及家庭生活的兴衰如何受到 日常压力情绪和生理目的将研究1）父母的失调是否介导了 父母情境压力与子女自我调节的关系; 2）父母情境压力与子女自我调节的动态关系 父母和孩子之间的日常和每周的交易，以及每年的交易 导致儿童自我调节; 3）父母的文化和心理弹性因素。这 该项目的一部分被认为是“第一阶段”。我们有长期计划（第二阶段），以跟踪这些家庭， 小学，了解情境压力，父母教养和自我调节对学校的影响 准备和成就。因此，第一阶段将侧重于父母的社会化监管和 的影响，第二阶段将扩展这些发现，以检查对学校的影响 准备就绪。早期获得自我调节的技能正在研究是一个重要的因素， 学术上的成功，以及发现自我监管发展的途径，可以为预防和 干预努力。早期识别和预防已被证明可以提供最短和最长的 长期效益和最高的经济回报。此外，文化和心理的检查 保护性因素增加了本研究为有针对性和文化相关的干预提供信息的可能性 和预防战略。